The Effect of Study Habits on Students’ English Achievement

Abstract

English achievement among students is often influenced by various factors, including their study habits. In many educational contexts, students demonstrate different levels of engagement, consistency, and strategies in learning English, which can affect their overall language proficiency. This research aims to examine the effect of study habits on students’ English achievement. A survey research design was employed to collect quantitative data from participants. The population consisted of secondary school students actively learning English, and a total of 150 students were selected using stratified random sampling to ensure representative participation across different grade levels. Data were collected through a structured questionnaire measuring study habits, including time management, consistency, and learning strategies, and students’ English achievement scores obtained from standardized school tests. Data analysis was conducted using descriptive statistics to summarize study habits and achievement levels, followed by inferential statistics, including correlation and regression analysis, to examine the relationship between study habits and English achievement. The findings indicate a significant positive correlation between students’ study habits and their English achievement, suggesting that students who demonstrate consistent, well-organized, and strategic study behaviors tend to achieve higher scores in English. This research highlights the importance of fostering effective study habits to improve language learning outcomes. Educational implications include the need for teachers and institutions to support students in developing structured and effective study routines to enhance English proficiency.